The Influence of Educational Philosophies and Learning Theories on Language Teaching and Learning in English as a Second Learning Context

Abstract

Philosophy and theory are perpetually linked, philosophy influences how one sees the world, while theory shapes how one intentionally interacts with the world. The aim of this article is to examine the influence of educational philosophies and learning theories on Language teaching and learning in English as a Second language (ESL) context. ESL teachers face several decisions everyday about the approaches/methods and materials they use in their classrooms. Should they use Grammar-translation method or Communicative Language Teaching? Should they use basal readers or graded readers in their reading lessons? What type of test should they use in assessing the different language skills and sub-skills? The answers to these questions can be traced to the goals of the teacher which are often hinged on educational philosophies. Together, philosophy and theory guide the decision teachers take about the approach and methods to adopt in their English language classrooms.